Level 3: ART 309 & Student Teaching

ART LESSON PLAN TITLE

Central Focus
Grade Level
Class Size
Time
Class Demographics

Interrelating the Arts

5th &6th
20
Four 50 minute class periods
ISU Saturday Classes

National Core Arts Standards Addressed

-Va-Re8-5a. Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual
elements, and use of media to identify ideas and mood conveyed.
-Va:Cr2-6a. Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and
design.
Common Core State Standards Addressed
CCSS.ELA-Literacy.SL.5.1
Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on
grade 5 topics and texts, building on others ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on
grade 6 topics, texts, building on others ideas and expressing their own clearly.
SPECIAL PRE-INSTRUCTION PREPARATIONS
-Gather materials for the classroom setup
-Create an inviting classroom using a variety of materials
-Prepare/check computer and projector compatibility
-Make teacher examples
ARTISTIC PRACTICE
Forms
Frames
Conceptual Framework

2D
Cultural
Artwork

Artmaking (60%)
Painting
Drawing
Collage

3D
Subjective
Artist

Structural
Audience

4D
Postmodern
World

Critical/Historical Study Activities (40%)

Class discussion/participation
Quiz

LEARNING OBJECTIVES
As a result of this lesson, students will be able to:
-Through class discussion, orally analyze and identify 2 similarities and 2 differences about mood in a work of art and how
it is created. (Va-Re8-5a).
-Orally compare how music and visual art evoke different types of emotions giving at least 2 similarities and 2 differences.
(Va-Re8-5a).
-While listening to different types of music, create a work of art that reflects the mood of the music using 4 different
materials. (Va-Cr2-6a).
INTERDISCIPLINARY CONNECTIONS
English and Music

Posters/Images
Computer/Projector
Decorations (Kits)
Paper Plates
Acrylic Paint
Sponges on sticks

TEACHER MATERIALS
Watercolor Paint
Brushes
Teacher Examples
Student name tags
Water Cups

Colored Paper
Pastels
Paper Towels
Markers
Smocks

Level 3: ART 309 & Student Teaching

Paper Plates
Acrylic Paint
Markers
Watercolor Paint

Key Artists

Key Artworks

Key Critical Questions

STUDENT MATERIALS
Brushes
Sponges on sticks
Smocks

Colored Paper
Pastels
Paper Towels

ARTISTS IN CONTEXT
Wassily Kandinsky
Jackson Pollock
Jeff Donaldson
Martin Klimas
-Kandinsky: Composition (Gray Oval), 1917 & Composition X, 1939
-Donaldson: Revolutionary, 1972 & JamPactJelliTite, 1988
-Klimas: Ludus Tonalis, 2011 & Music for 18 Magicians, 2011
-Pollock: Stenographic Figure, 1942 & Blue Poles, 1952
-How do these works make you feel?
-What type of music do you think the artist was listening to when they made the piece?
-What type of music/sounds do you hear when looking at Kandinskys work?
-How do the artists create rhythm in their work?
-How are the works similar? Different? Why?
VOCABULARY AND LANGUAGE ACQUISITION

Discipline Specific (Syntax)

Rhythm- a strong, regular, repeated pattern of movement
or sound
Collage- piece of art made by sticking various different
materials such as photographs and pieces of paper or
fabric onto a backing; a combination or collection of
various things
Mood- a state of mind or emotion, a pervading impression

Academic
Expressionism- a style of painting, music, or drama in
which the artist or writer seeks to express an emotional
experience rather than impressions of the external world
Abstract- a term generally used to describe art that is not
representational or based on the external world
Elements- the visual components of color, form, line,
shape, space, texture, and value; may be two-or-three
dimensional, descriptive, implied, or abstract
Principles- when successfully combined with the
elements of art they aid in creating an aesthetically
pleasing or interesting work of art. Some principles of art
that have been identified are movement, unity, harmony,
variety, balance, rhythm, emphasis, contrast, proportion,
and pattern

LANGUAGE FUNCTIONS
analyze, compare/contrast, critique, describe, interpret, question, etc.
LANGUAGE MODES AND ACTIVITIES
Read
Students will read the
power point.

Write
Students will write words
that describe a song and
how it makes them feel.
Students will journal each
day what they found
interesting for that day.

Listen
Students will listen to
music and create works
of art that express the
overall theme.

Speak
Students will discuss
each others work.
Students will discuss the
works of various artists.

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

Launch
Instruction Methods
Using only one word, how would you describe the mood of this song?
Teacher Instruction
Using only one word, how does this song make you feel and why?
Group Discussion

Level 3: ART 309 & Student Teaching

Instruction
Students will do a short discussion on moods in art and music.
Short power point about mood, expressionism, and abstraction.
Demonstration and teacher examples.
Students draw while listening to expressive music by traveling to different
stations that are set up with different materials at each.
Closure
-Volunteers will show one of their works and have the other students guess which
song it was played to and discuss what mood it displays and why.
-When students are finished sharing they will turn in their work to the designated
area and begin to clean up.

Instruction Methods
Teacher Instruction
Individual work
Group Discussion
Student hands on
Instruction Methods
Direct Instruction
Discussion

ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS

Adaptations and Accommodations
Frequent changes in the delivery styles of the lesson.
Step by step instructions with clearly stated objectives.
Multiple transitions and activities.
Enrichment and Extensions
Students can create a song to a piece of abstract art.
Students can create a poem reflecting the overall mood of their piece.
Activity for Early Finishers
Early finishers can create a work based on their favorite song or song lyric.
OBJECTIVE-DRIVEN ASSESSMENTS
-Students actively participated in class discussions and group work with thoroughness and insight to articulate how music
and art reflect different moods. (Objectives 1,2, and 3)
-Using descriptive language, students discussed their classmates artwork and attempted to figure out which mood it was
made during. (Objectives 1 and 2).
REFERENCES
http://www.youtube.com/watch?v=QR5CYRsYc9U&feature=youtu.be
http://www.youtube.com/watch?v=mzPX7Q9kMdU
http://www.youtube.com/watch?v=nQdGTH1bAk4
http://www.youtube.com/watch?v=y4bqWvgD-S4\
* Developed and written by (Amber Doherty, Adrielle Schneider, Larry Hermosillo), Art Education, Illinois State University,
2014 *